School Psychologist

Work Location: Special Education

Work Calendar: 195 Day (reflects full year)

FTE: 1.0

FLSA Status: Exempt

Salary: Certified Schedule #19

Benefits: Eligible

Priority Screen Date: Close of business on October 19, 2025

Anticipated Start Date: November 3, 2025

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JOB SUMMARY:

The job of School Psychologist is done for the purpose/s of measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; interpreting results of psychological studies; interpreting and applying state and federal codes; and developing strategies and interventions to address the special education needs of eligible students.

The student population that school psychologists work with includes, but is not limited to, those with various degrees of disability, as well as those resistant to the usual kinds of interventions. There is also a large population of students from various minority groups whose primary language is other than English. The school psychologist should be able to team with and communicate intervention skills to school-based employees.

This job reports directly to the Director of Special Education.

MINIMUM REQUIRED QUALIFICATIONS:

• Have a valid Associate School Psychologist License, a valid out-of-state school psychologist license that is transferrable to Utah, or will have a valid Professional School Psychologist License by the start of the contract date.
• Have an ESL endorsement or obtain one within 4 year of employment.
• Master's degree in Psychology or related field.
• The selected candidate must be fingerprinted and clear a criminal background check.
• Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.

PREFERRED QUALIFICATIONS:

• Training in the following professional skills: Psychoeducational assessment; interpretation of test scores and report writing; assessment practices with culturally and linguistically diverse students; behavior assessment including functional analysis of behavior; design of behavior interventions; collaborative team development and consultation; working knowledge of a range of disabilities described by special education classifications
• Experience working with a population characterized by culturally and linguistically diverse students.
• Demonstrated ability to organize tasks and competing demands.
• Effective interpersonal skills.
• PhD in School Psychology or related field.
• Spanish Speaker: speaks, reads, writes and understands spoken Spanish.

ESSENTIAL FUNCTIONS & RESPONSIBILITIES:

• Administers standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social, and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements.
• Assesses students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing recommendations and/or placement.
• Communicates with students and/or parents with teachers and/or other personnel for the purpose of evaluating situations, solving problems and/or resolving conflicts in a multi-media environment.
• Compiles information from a variety of sources (e.g. teachers, nurse, probation officer, mental health agencies, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
• Consults with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for services and/or making recommendations.
• Coordinates with community agencies including medical, judicial, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students.
• Counsels students, parents and guardians for the purpose of enhancing student success in school.
• Develops behavior plans, curriculum modifications, etc. for the purpose of implementing treatment programs.
• Facilitates meetings, processes, etc. for the purpose of meeting curriculum guidelines and/or ensuring that state mandates are achieved.
• Implements school wide program development and program evaluation (e.g. crisis intervention services, etc.) for the purpose of ensuring effective programs to assist children who experience physical, mental, social or emotional difficulties.
• Intervenes in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills.
• Maintain regular and acceptable attendance at such level as is determined in the employer's sole discretion.
• Participates in meetings, workshops and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
• Prepares a wide variety of written materials (e.g. extension requests, correspondence, memos, behavior plans, Medicaid billings, reports, required documentation, Psych Ed Summary, Psych Report, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Research resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals.
• Supervises interns, practicum students and others for the purpose of monitoring performance, providing for professional growth and achieving overall objectives of school's curriculum.

WORK ENVIRONMENT & PHYSICAL DEMANDS:

• Risks found in the typical work environment, which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
• Driving to work locations.
• Typically, the employee may sit comfortably to perform the work: however, there may be some walking, standing, bending, carrying light items, etc…

The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities.

To request reasonable accommodation, contact us at Human Resource Services - Salt Lake City School District ) or call

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Non-Discrimination Statement

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups. The following person has been designated to handle inquiries and complaints regarding unlawful discrimination, harassment, and retaliation: Tina Hatch, Compliance and Investigations/Title IX Coordinator, 406 East 100 South, Salt Lake City, Utah 84111, You may also contact the Office for Civil Rights, Denver, CO,